AP Human Geography is a yearlong course in which students will learn how to study and view the world through spatial organization- relating how location of places, people and events are connected, organized, and how they shape the Earth. Students will learn to use geographic methods such as observation, data collection, cartography, and case study analysis to help gain insight into the dynamics of the Earth's various landscapes. Additionally, students will learn of the impact global cultural interactions can have on the environment both on a local and global scale.
Units of study:
Geography: Its Nature and Perspective
Population and Migration
Cultural Patterns and Processes
Political Organization of Space
Agricultural and Rural Land Use
Industrialization and Economic Development
Cities and Urban Land Use
Texts and Study Materials
Fouberg, Erin H., Alexander B. Murphy, and H.J. de Blij. Human Geography: People, Place, and Culture.10th ed.John Wiley and Sons. 2012.
Wood, Ethel. AP* Human Geography: A Study Guide. 3rd ed. Germantown, NY. WoodYardPublications.2012. AP Human Geography Test Date
May 13, 2014
60% major grades and 40% daily grades
Major grades consist of unit tests, document essays, and projects.
Daily grades consist of in-class assignments, homework, and quizzes on assigned readings.
-The school tardy policy and attendance policy will be strictly enforced.
-The school restroom policy is followed.
-No food or drink is allowed in the classroom per school policy.
-I must be able to read your handwriting. If I can’t read the work, the grade is a ZERO.
Make Up and Late Work
If you are going to be frequently absent, you will not be successful in this class. However, if you do miss a day of class, it is YOUR responsibility to find out what you missed. Any assignments that were due on the day you were absent are to be turned in the class period you return. For each day you were absent, you will receive one school day to turn in homework and class work missed without penalty.
Students will be assessed in a variety of ways. Primarily, students will be assessed in the classroom as they will be assessed on the May APHG Exam. Students will take unit multiple choice exams and free response exams. Students will take chapter quizzes over readings and lecture. Finally, students will have multiple geographic activities, applications and mini-projects to complete in all units throughout the yearlong course. Students will use multiple forms of technologies this year.
Unit 1- GEOGRAPHY: ITS NATURE AND PERSPECTIVES – 3 weeks
C1- The course provides a systematic study of the nature of geography.
C2- The course provides a systematic study of perspectives of geography.
C11- The course teaches students how to use and interpret maps and spatial data.
What is human geography?
Basic terminology of geography – globalization, spatial distribution, 5 themes of geography, perception of places, patterns, distribution, scale, location (absolute and relative), environmental determinism, cultural landscape, sense of place, built environment, possibilism, place, centrality, GIS, diffusion (expansion, contagious, hierarchical, stimulus, relocation), cultural barrier, time-distance decay, mental maps, remote sensing, regions (functional, formal, perceptual), mental maps, sequent occupance, hearths, independent invention
EXAM I – Multiple Choice and Free Response Question
Percentage of AP exam covered
1. Geography- It’s nature and perspectives
5 – 10 %
De blij- Chapter 1
Geographic map skills- world mapping project
Making a world map out of an orange/balloon activity
“Mental Mapping: your elementary playground
Types of maps activity
Dating assignment- sequence occupance
Exercise – Making, Manipulating, and Interpreting Maps
UNIT 2.POPULATION and MIGRATION- 3 weeks
C3- The course provides a systematic study of population geography.
C12- The course teaches students how to use and interpret geographical models.
Population terminology – distribution, density, arithmetic and physiologic density, dot maps, megalopolis census, demography, dependency ratio, J-curve, fertility, crude birth rate, crude death rate, total fertility rate, infant mortality, child mortality, natural increase, sex ratios, negative population growth, eugenics, carrying capacity, cohort, natal, demographic momentum, exponential growth, doubling time, age-sex diagrams, mortality types/rates, step migration, chain migration, intervening opportunity, immigration (internal, external, forced, international), transhumance, activity space, emigration, push/pull factors, refugees, guest workers, quotas, history of US migration, demographic transition model, residential mobility
Exam II and Free Response Question
Percentage of AP exam covered
2. Population and migration
De blij- Chapter 2-3
Create population pyramids/age sex diagrams and analyze type of growth, level of development and future implications. Sources: www.prb.org, www.census.gov
Migration project- chose a major global migration, research it, and present via powerpoint presentation
Models – What is a model? Why do geographers use models?
Population Models and Theories – Demographic Transition Model, Gravity Model, Malthusian population issues
Population Policies – pro-natal and anti-natal policies, case studies from China, India, Japan and Russia
Hans Rosling 200 countries, 200 years, 4 minutes www.gapminder.org
Demographic Calculations – calculating RNI, total population, etc.
The Gravity Model
UNIT 3. CULTURE: PATTERNS AND PROCESSES- 7 weeks
C4- The study provides a systematic study of cultural patterns and processes. A. Cultural Terms – folk and pop culture, local culture, material and nonmaterial culture, built environment, acculturation, assimilation, cultural appropriation, neolocalism, ethnic neighborhoods, commodification, distance decay, time-space compression, placelessness, glocalization, maladaptive diffusion, sequent occupance, architecture, folk foods, characteristics of Popular and Folk Culture, Ethnocentrism, Cultural Relativism, Homogeneity, Heterogeneity, Material and Nonmaterial Culture, Housing types
B. Race, Ethnicity, Gender, Identity and Sexuality – changing US populations of race, racial segregation in cities, invasion and succession, identity and space, cultural identity, sexuality and space, queer theory, women, gender issues, power and space, barrioization
C. Language– standard language, dialect, groups, families, isogloss, language (family, group, divergence & convergence), Renfrew hypothesis, Indo-European languages
D. Modern language issues – lingua franca, Creole, pidgin, multi-lingual states, sound shifts, Esperanto, linguistic transition zones, official languages, Linguistic revival, extinct languages, languages laws, toponym – post-colonial, post-revolution, memorial, commodification
F. Political Conflict and Religion – ethnic cleansing, enclave, exclave, jihad, fundamentalism, extremism, Israel and Palestine, Northern Ireland, former Yugoslavia, Horn of Africa, Christianity (Catholic, Protestant, Orthodox, others), Islam (Sunni, Shi’a, Sufi), Judaism (Orthodox, Conservative, Reform), Buddhism (Theravada, Mahayana), Sikhism, Taoism, Confucianism, Shintoism and other religions, Sacred architecture, sacred space, sacred directions, burial practices, Feng Shui
H. Language theories & diffusion – agricultural, dispersal & conquest theories
I. EXAM III – Multiple Choice and Free Response
J. Unit Breakdown:
Percentage of AP exam covered
3. Culture patterns and processes
De blij- Chapter 4-7
Cultural Landscape project
Succession in Vancouver
Dowry Deaths to illustrate power relationships
Culture Stations (compare and contrast folk vs. popular culture, McDonald’s: trace the diffusion from local to global, Types of music-what is the hearth and map diffusion, material vs. non-material culture)
Identity map- how it’s constructed
“Toponyms: Seriously! Possum Grape and Booger Hollow?”
Video – “In French, Please!!”
Pop –vs- Soda – students use the www.popvssoda.com webpage to attempt to define cultural regions using linguistic differences among users of soft drinks
“English Will Be the Global Lingua Franca of the Future” – Classroom debate (pro and con) over this statement
“Is Your Religion What You Think It Is?” – Students use a SelectSmart.com webpage to learn about 27 different religions
“Re-mapping Africa: Creating non-Colonial Boundaries” – Students work in groups to create new political boundaries in Africa using cultural data. Students decide if boundaries should be based more on ethnolinguistic, religious, tribal and/or other cultural characteristics
Economic/Industrial/Development Models and Theories – Weber’s Least Cost Theory, Dependency Theory, Rostow’s Modernization Model, Liberal Model, World Systems (three-tier)Theory, Structuralist Theory, Hotelling’s Model
Global Shifts in Economic Geography
Exam VII and Free Response Questions
Percentage of AP exam covered
7.Industrialization and Economic Development
De blij- Chapter 10 & 12
“Where Do I Manufacture?” exercise – Isotim exercise where students have to calculate the best location for a manufacturing plant
“Thirsty Town” exercise – Where would a beer or cola manufacturer locate?
“Why don’t we have a mall?”- analyze why malls locate where they do
“Outsourcing – Who is doing what and where?” exercise – A look at global outsourcing
Video: Made in America- a look at an American household’s products and tracing the origins and impact on the American economy
“Transport and Shipping Modes” exercise– An exercise for students to determine what products are shipped cheapest by which transport mode
Video – Economic Geography - Trade
Return by Friday, August 30, 2013
I have read the course description for AP Human Geography. I understand my responsibilities in this course, the requirements to be successful, and that there will be more work than in a typical class. I understand this is a college course. I will do my best to abide by class expectations, because “with great power (knowledge is power) comes great responsibility.”
Please initial by each statement:
______/ ______ I understand that if I am absent, it is MY responsibility to get work I missed before the absence if it was planned in advance (i.e. sporting event, school or family trip) or the day I return to class if it was unplanned (illness), or check the website to get said assignments missed.
______/ ______ I understand this course requires the completion of outside of the school day projects, current events, and various other assignments for which I am responsible.